How can we design inclusive education spaces that encourage belonging for all students?

The connection between the design of academic spaces and student performance is well documented, but much of the available research has been conducted in schools with largely white student populations. Our previous survey of New York City high school students revealed that building materials and aesthetics carry deep meanings to students and can often magnify subconscious wealth and class bias. In this final year of research, we extended the scope of our work and asked students to not just respond to school designs, but to create their own. The results of these interactions with diverse student populations and leading education experts reinforced the importance of viewing the design process as an opportunity for continual learning and listening.